The Impacts of Moral Evaluations and Descriptive Norms on Children's and                Adolescents’ Tolerance of Transgression

Wang, Jin; Fu, Xinyuan; Zhang, Lange; Kou, Yu

doi:10.1017/prp.2015.11

Cited by 11 publications

(4 citation statements)

References 45 publications

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“…Informational social influence has been linked to individuals' need to identify effective behaviour (Cialdini et al, 1990) in multiple areas, including water conservation (Onyenankeya et al, 2015;Richetin et al, 2016), transgression tolerance (Wang et al, 2015), shopping behaviour (Demarque et al, 2015), muscular endurance (Priebe and Spink, 2014) and speeding/dangerous driving (Forward, 2009). No study to date has systematically investigated the independent effect of informational social influence on disaster preparedness, particularly terrorist-related preparedness actions:…”

Section: Social Influence Theorymentioning

confidence: 99%

Social influence and cognitive-motivational effects on terrorism preparedness: A hurdle model

Wirtz

Rohrbeck

2017

Health Education Journal

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Objectives: The identification of factors which influence peoples’ preparation for health safety risks posed by natural and man-made disasters is a central concern in health education. Prior studies have generally approached this issue from either a cognitive or a social influence perspective, and have failed to recognise the increased importance of terrorism-related concerns in motivating health safety preparedness behaviour. The purpose of this study was to develop a unified social cognitive framework for understanding peoples’ preparations for health safety risks, focusing on terrorism-related cognitive and social influences. Design/Method/Approach: Participants in the National Survey of Disaster Experiences and Preparedness reported preparedness actions they had taken since 2001, their appraisals of terrorism-related threat and coping, and whether they knew others who had taken preparedness actions because of terrorism. Using a logistic binomial hurdle statistical model, number of actions taken was regressed on terrorism-related vulnerability, severity, response efficacy, self-efficacy, and informational social influence. Simultaneous models both of taking any action and of the number of actions taken were tested. Findings: After controlling for demographic variables, both taking any action and the number of preparedness actions taken were positively related to terrorism-related informational social influence, response efficacy, and self-efficacy; effects of terrorism-related vulnerability and severity appraisals were much smaller. Compared to cognitive factors, terrorism-related informational social influence had a substantially larger effect on taking any action, and a moderately larger effect on the number of actions taken. Conclusion: Terrorist-related informational norms were more salient than cognitive factors in influencing peoples’ preparation for health safety risks. Participants who knew someone who had taken one or more emergency preparedness actions because of terrorism were significantly more likely to take any preparedness action, and to take more preparedness actions, themselves. These findings are consequential in developing future educational initiatives.

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Section: Social Influence Theorymentioning

confidence: 99%

Social influence and cognitive-motivational effects on terrorism preparedness: A hurdle model

Wirtz

Rohrbeck

2017

Health Education Journal

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“…This makes many younger adolescents long for a good future and to have more experiences in the meaning of life while entering into early adulthood; however, as they begin to face their problems in a realistic manner (a profound aphorism widely accepted by Chinese adolescents is that 'The dream is plump but the reality is skinny'), their search for meaning in life becomes only to make a living, so the level of their search for meaning may gradually decline (see J.H. Liu et al, 2015;Wang, Fu, Zhang, & Kou, 2015).…”

Section: Level Characteristics and Age Development Trend Of The Meanimentioning

confidence: 99%

Structure and Levels of Meaning in Life and Its Relationship With Mental Health in Chinese Students Aged 10 to 25

Wang

Yang

et al. 2016

Journal of Pacific Rim Psychology

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T his study examines the usage of the Meaning in Life Questionnaire in Chinese students aged from 10 to 25 within four age groups (N = 5,510): early adolescence (10-13 years old, n = 1,258), middle adolescence (14-17 years old, n = 1,987), late adolescence (18-21 years old, n = 1,950) and early adulthood (22-25 years old, n = 315); and analyses the structure and levels of meaning in life, as well as the relationship between meaning in life and mental health. Results showed that: (1) the Meaning in Life Questionnaire in the four age groups of Chinese students had good construct validity and internal consistency reliability; (2) the average levels of the presence of meaning and search for meaning of Chinese students were moderate or above, and had obvious differences according to gender and family location (i.e., urban vs. rural); (3) the level of presence of meaning showed a trend of rising rapidly in middle adolescence and the level of search for meaning continued to rise in early adolescence and fell rapidly towards the end of adolescence; (4) presence of meaning was positively related to life satisfaction and positive affect and negatively related to depression and negative affect, and the same correlations were found with search for meaning.

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“…With regard to the evaluation of reporting minor and major transgressions, younger children evaluated reporting minor (e.g., causing a classmate’s juice to spill) and major transgressions (e.g., pushing a classmate) similarly and said they would report both types of behaviour, whereas older children considered only major transgressions to be problematic and worth reporting (Loke et al , ). Conversely, another study found that moral evaluations of transgressions such as bribery showed no age differences among 10‐, 13‐, and 16‐year‐olds (Wang, Fu, Zhang, & Kou, ). For positive behaviour, compared to younger children (7 to 10 years old), older children (11 and 12 years old) believed it was wrong to not comfort a friend (Jackson & Tisak, ).…”

Section: Introductionmentioning

confidence: 97%

When is gossiping wrong? The influence of valence and relationships on children’s moral evaluations of gossip

Caivano

Leduc

Talwar

2020

British J of Dev Psycho

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Gossip is a common social activity that children admit to engaging in. Although children disapprove of negative gossip (Kuttler, Parker, & La Greca, 2002, Merrill‐Palmer Quarterly, 48, 105), less is known about how it is perceived morally compared to positive gossip and how this changes developmentally as children enter adolescence. Interestingly, misbehaviours are evaluated differently depending on who commits the act and whom it targets (Slomkowski & Killen, 1992, International Journal of Behavioral Development, 15, 247), but this has not been examined in the context of gossip. This study examined children’s moral evaluations of negative and positive valence gossip and how this changed depending on the listener’s relationship to the sharer and target. Children (N = 134, ages 8–16) completed vignettes, evaluating the sharer’s action from the listener’s perspective, a 2 (valence: negative/positive) × 4 (relationship type: friend/unfamiliar classmate of the sharer and target) design. Additionally, the gossip topic was about the target’s behaviour with consequences for him/herself or another (target behaviour type: individual/relational vignettes). The main findings revealed that negative gossip in the sharer–classmate, target–friend condition was rated most negatively. Furthermore, in the individual vignettes condition, positive gossip in the sharer–friend, target–friend condition was rated more negatively than the sharer–classmate, target–friend condition. Girls rated negative gossip more negatively than boys, and adolescents rated gossip more positively than children. Overall, this research allows us to better understand when gossip is viewed as acceptable or unacceptable during an important developmental period.

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The Impacts of Moral Evaluations and Descriptive Norms on Children's and Adolescents’ Tolerance of Transgression

Cited by 11 publications

References 45 publications

Social influence and cognitive-motivational effects on terrorism preparedness: A hurdle model

Social influence and cognitive-motivational effects on terrorism preparedness: A hurdle model

Structure and Levels of Meaning in Life and Its Relationship With Mental Health in Chinese Students Aged 10 to 25

When is gossiping wrong? The influence of valence and relationships on children’s moral evaluations of gossip

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